Classroom Teaching Evaluation Methods and Path Reconstruction in Colleges and Universities

Abstract

Teaching evaluation is one of the important means to promote the improvement of teachers' teaching behavior and improve teachers' teaching effi ciency in China. The importance of teaching evaluation cannot be ignored. The methods of teaching evaluation in China's colleges and universities mainly include student evaluation, peer evaluation, supervision evaluation, etc. The article explores the characteristics and operation logic of teaching evaluation. Through the analysis of classroom teaching evaluation methods and case interviews in colleges and universities, it is found that the following problems exist in teaching evaluation: advocating management value, ignoring multiple value orientations, inversion of purpose and means, rational calculation under the guidance of interests, and lack of authenticity of evaluation system. In view of these problems, this paper puts forward the reconstruction path of the corresponding evaluation method: pay attention to the multiple value objectives and promote human development; Remold the teaching purpose and attach importance to the two-way development of teachers and students; Expand the peer evaluation group and reduce the risk of collusion; Change the evaluation method and set corresponding evaluation criteria.